An Evaluation of Support Facilities for Inclusive Education in Primary Schools: Perspectives of Head Teachers in Gilgit-Baltistan

Abstract

This research assesses the availability of support facilities for inclusive education in primary schools in Gilgit-Baltistan. This study offers valuable insights from head teachers to evaluate the effectiveness, accessibility, and adequacy of available support services within the inclusive education framework, based on the perspectives of 138 head teachers across six districts of Gilgit-Baltistan. A quantitative, descriptive research design was employed using a structured checklist comprising 39 items covering five thematic areas: physical infrastructure, technological support, human resources, curriculum and instructional materials, and institutional policy and support systems. Descriptive statistics revealed significant deficiencies, with over 75% of schools lacking basic inclusive features such as ramps (84.5% No), accessible toilets (84.8%), and trained teachers (72.5%). Individualized Education Plans (IEPs) and sign language interpreters were also limited, reported in only 18.8% and 26.1% of schools respectively. One-way ANOVA results showed statistically significant differences across districts (p < .001), with Gilgit and Skardu performing better in teaching support and curriculum areas, while Diamer consistently ranked the lowest across all indicators. The findings highlight uneven implementation and under-resourced conditions for inclusive education, underscoring the urgent need for policy intervention, teacher training, and equitable resource distribution.